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All Journal Scripta-English Department Journal Jurnal Pendidikan Bahasa Inggris Lingua Cultura Jurnal Penelitian Humaniora Edulitics (Education, Literature, and Linguistics) Journal IRJE (Indonesian Research Journal in Education) JOLLT Journal of Languages and Language Teaching Edulitics (Education, Literature, and Linguistics) Journal Journal of Community Services on Multidisciplinary Sciences
Tusino Tusino, Tusino
Universitas Muhammadiyah Purwokerto
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : JOLLT Journal of Languages and Language Teaching

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Computer-Based Technology on Writing Performance: A Systematic Literature Review Tusino, Tusino; Dewi, Puspa; Lestari, Endah; Onate, Rafael V.; Chen, Yinghuei; Mezentsev, Ivan
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10812

Abstract

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.
ChatGPT in Academic Writing Classes: Exploring EFL Students’ Perspectives Tusino, Tusino; Dewi, Puspa; Hati, Mufid Lahiria Permata; Iglesia, Maria Joy C.
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15293

Abstract

The integration of ChatGPT in English as a Foreign Language (EFL) writing instruction remains a relatively under-researched area, particularly in the Indonesian higher education context. This study explores the dual nature of ChatGPT—as both a pedagogical aid and a potential challenge—for undergraduate English education students at a university in Central Java. Using a qualitative case study design, data were collected from thirty-two participants through a close-response questionnaire to gain insights into their perceptions and experiences. The findings indicate that the use of ChatGPT enhanced students’ writing confidence, time efficiency, and overall quality of written output. Students reported that ChatGPT facilitated idea generation, improved sentence coherence, and served as a valuable tool for self-editing. However, the study also identified several drawbacks, including overreliance on the tool, diminished critical and creative thinking, and concerns about the authenticity and accuracy of AI-generated content. To mitigate these issues, students engaged in peer review, expert consultation, and cross-referencing with credible sources to validate the generated material. The study emphasizes the importance of guiding students toward responsible and reflective use of artificial intelligence in academic writing. Pedagogical implications highlight the need for integrating ethical AI literacy, promoting critical engagement with AI-generated content, and fostering awareness of academic integrity. Ultimately, while ChatGPT presents significant opportunities for enhancing EFL writing pedagogy, its implementation must be thoughtfully managed to ensure it supports, rather than replaces, human cognitive and linguistic development.
Co-Authors Chen, Yinghuei Edi Sunjayanto Masykuri, Edi Sunjayanto Endah Lestari Hati, Mufid Lahiria Permata Hatmanto, Endro Dwi Hijril Ismail, Hijril Iglesia, Maria Joy C. Junaedi Setiyono Kasdianti, Evi Mezentsev, Ivan Onate, Rafael V. Paramarti, Prajna Fawwaza Alya Puspa Dewi Ramdhani, M. Maarif RR. Ella Evrita Hestiandari Setyawati, Vita Rahayu Solihah, Yuni Awalaturrohmah Sri Widodo Sri Wuli Fitriati Titi Rokhayati